A Comparative Study Of High School Mathematics Novice Teachers And Expert Teachers From The Perspective Of Teaching Feedback Strategy

The modernization of teacher education is inseparable from the revitalization of teacher education.More specifically,it can not be separated from the education revitalization action of the preparatory and new teachers(novice teachers).On the one hand,the professional development of novice teachers benefits from the improvement of their own quality;on the other hand,the comparison,communication and learning with senior backbone expert teachers is also an essential and important way.Teachers' daily teaching work plays an important role in the revitalization of teacher education,while mathematics teaching,as a systematic project,naturally contains many elements and contradictions,which should be coordinated through effective teaching feedback of teachers.Based on the perspective of teaching feedback strategy,it is of great practical guiding significance to compare and study the status quo,characteristics and similarities and differences between novice and expert high school mathematics teachers in their application of feedback strategy before class,in class and after class.The core problem of the study is: the status quo,characteristics and similarities and differences of teaching feedback strategies used by novice and expert high school mathematics teachers.For research problems,through literature research,questionnaire survey,interview,classroom observation,text analysis and other research methods,Using the self-made "high school mathematics teacher's teaching feedback strategies questionnaire","high school mathematics teacher's feedback strategy interview outline","high school mathematics teacher after class feedback strategy interview outline,the high school mathematics classroom feedback strategy using frequency statistics and research tools such as voice recorder,video recorder through investigation and interviews,classroom recording and video before class,after class surveys and interviews,etc Methods The status quo and characteristics of feedback strategies used by 4 novice teachers and 4 expert teachers in S senior high school in G city,the capital city of G province in southwest China were analyzed and discussed,and the similarities and differences between the two kinds of teachers in the application of feedback strategies in mathematics teaching were compared.The results show that novice teachers pay more attention to the application of content analysis and difficulty prediction strategies in pre-class feedback,while expert teachers pay more attention to the application of students' strategies.Compared with expert teachers,novice teachers pay more attention to verbal and non-verbal language organization and expression in class.On the whole,expert teachers' average frequency of using verbal and non-verbal feedback strategies in class was lower than novice teachers'.Both novice teachers and expert teachers paid more attention to the use of homework feedback strategy,while expert teachers showed stronger initiative than novice teachers in the use of doubt feedback strategy and reflection feedback strategy.In conclusion,the main conclusions of the study are as follows:novice and expert teachers have certain initiative in using feedback strategies before class,in class and after class,but the degree of initiative is different;Novice teachers pay more attention to the teaching content before class,while expert teachers pay more attention to the individual students.Expert teachers use less verbal and non-verbal feedback than novice teachers.Compared with novice teachers,expert teachers show more obvious novelty,research and creativity in the application of after-class feedback strategies.This paper concludes several enlightenment for the professional development of novices teachers: the pre-class feedback should be changed from focusing on teaching content to focusing on individual students,the classroom feedback should be changed from pursuing the quantity of feedback to improving the quality of feedback,and the after-class feedback should be changed from focusing on the completion of tasks to focusing on research and promoting teaching.